Overview of the Microsoft Computer Science Curriculum Toolkit

  • 10 minutes

Microsoft called on a group of internal and external experts to aide school systems in designing computer science curricula. These included computer science professionals, educators, and experts in these fields in academia. Research revealed that school systems needed a new approach. The curricula should revisit and refine computer science concepts throughout the years according to learner development stages to build knowledge of fundamental concepts.

Based on extensive research and collaboration by computer science experts, the Microsoft Computer Science Curriculum Toolkit provides a curriculum framework for a complete computer science education across all levels of schooling. Furthermore, it aims to avoid the pitfalls found in current computer science curricula.

The Microsoft Computer Science Curriculum Framework's (MCSCF) structure follows the principles of quality instructional design and curriculum development; and of brain research regarding how learners learn. Specifically:

  • The framework’s organization is guided by the principle that all learning should build on learners' prior knowledge.
  • The framework follows the "Understanding by Design" curriculum design framework viewed as a standard for high-quality curriculum development.
  • The structure of the framework aims to build expertise in computer science. This is necessary if learners wish to pursue further study or enter the workforce as a computer scientist.

Chart of the framework domains: The three overarching categories are: Working with code Working with data Working with computers, The six domains are: Software development Robotics and animation Data and AI Platforms and cloud Human-computer interaction Cybersecurity, The big ideas are: Solving complexity Writing programs Developing the web Sensing your world Controlling your world Making environments smart Solving intelligence Learning from data Making AI fair Making machines compute Connecting computers Delivering web services Making computing interactive Designing user experiences Making computing accessible The challenge of digital safety Securing computing Infotagion.

Link to a text version of the domains chart.

The framework is built on six domains to build expertise in computer science. These domains incorporate established computer science topics. In addition, the framework introduces new cutting-edge topics. All four phases incorporate each of the six domains.

Phase 1 organizes the six domains under three over-arching categories that are more suitable to primary school educators, learners, and parents and guardians. Each domain has three big ideas, denoted on the chart below the domain name.

Table of the framework phases: Phase 1 is primary education. Phase 2 is lower secondary education. Phase 3 is upper secondary education. Phase 4 is post-secondary non-tertiary education. The age levels in phase 1 are: age 6 in level 1 age 7 in level 2 age 8 in level 3 age 9 in level 4 age 10 in level 5 The age levels in phase 2 are: age 11 in level 6 age 12 in level 7 age 13 in level 8 age 14 in level 9 The age levels in phase 3 are: age 15 in level 10 age 16 in level 11 The age levels in phase 4 are: age 17 in level 12 age 18 in level 13.

Link to a text version of the phases table.

The framework follows the International Standard Classification of Education created by UNESCO. Phases are mapped to ages. Each year is given a level. The age shown is the maximum age of learners in each level. For example, level 1 lists the age as six; the age range, however, is ages five to six.

The structure of the framework and the chosen terminology make computer science curricula more appealing to learners. The framework uses descriptors that are engaging for learners and lend themselves to project- or problem-based approaches.

Review the table from page 9 of Curriculum framework structure and principles.

The MCSCF is a spiraling curriculum. It includes key competencies of computational and design thinking at each level. The different levels of design thinking offer a way to structure learning to reflect the broader goals of the framework. Learners move through four levels of design thinking: lower to higher order thinking skills.

Review a summary spreadsheet of the MCSCF curriculum. 

Within the MCSCF, learners explore the big ideas and progress through the domains throughout their schooling. For example, in Phases 1 and 2 learners explore all six domains for two years: half in level 1 and half in level 2. This structure repeats through level 9.

In Phase 3, the framework recommends six labs to cover all six domains in level 10, followed by six short open-ended projects in year two, referred to as sprints. While in Phase 4, the framework specifies 18 labs in level 12 followed by three longer-term, open-ended projects called pitches in the final year.

The MCSCF curriculum assumes that Phases 1 and 2 are compulsory, while Phases 3 and 4 are optional. In short, within the framework, children in levels 1 through 9 receive computer science instruction. Learners in levels 10 through 13 elect to study the subject.

Reflection

  • What resonates with you regarding the benefits of this curriculum framework?
  • How does this framework help you teach computer science?